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Using Rhetorical Approach of Ethos, Pathos and Logos by Malaysian Engineering Students in Persuasive Email Writings

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Using Rhetorical Approach of Ethos, Pathos and Logos by Malaysian Engineering Students in Persuasive Email Writings 19 Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 5, Issue 4, (page 19 - 33), 2020 Malaysian Journal of Social Sciences and Humanities (MJSSH) Volume 5, Issue 4, April 2020 e-ISSN : 2504-8562 Journal home page: www.msocialsciences.com Using Rhetorical Approach of Ethos, Pathos and Logos by Malaysian Engineering Students in Persuasive Email Writings Isai Amutan Krishnan1, Teoh Mei Lin1, Hee Sio Ching2, Selvajothi Ramalingam1, Elanttamil Maruthai1 1Faculty of Languages and Linguistics, University of Malaya (UM) 2HELP University Correspondence: Isai Amutan Krishnan ([email protected]) Abstract ______________________________________________________________________________________________________ It seems that many English language learners have deficiency to write persuasively. This portent has been observed among university students, particularly those from technical fields. Therefore, the present study examines the use of ethos, pathos and logos in persuasive email writing and determines if these features were used appropriately. The participants involved in this research were 43 third-year Malaysian engineering students. The task evaluated was persuasive email writing, and the data was obtained from an official university website forum. The data was analysed qualitatively by using Aristotelian rhetorical theory. The results show that there were some persuasive techniques used by the students in their email writing. It appears that the appeal to pathos was preferred highly in directly connecting with the emotions of the instructors. This was followed by appeals to ethos, where the students used their own ethicality and credibility to persuade the instructor into giving them an extension deadline of their classwork. The findings further revealed that appeal to logos were not used in a very persuasive manner, which could also due to avoiding logical fallacies. Therefore, the present study shows the engineering students prefer to link with emotions in their email writing in achieving their goals. Keywords: persuasive email, ethos, pathos, logos, engineering students ______________________________________________________________________________________________________ Introduction Persuasion is often employed in spoken and written forms of communication. In writing, the use of emotion and logic tend to demonstrate pleasant in persuasion. With the rapid development of modern technologies, spoken and written persuasive abilities are being eroded day by day among millennial students (Koo, Gretzel, Hunter, & Chung, 2015). Nicks (2015) noted that the art of persuasion is most often acquired through interactive communication. Nicks mentioned that most millennial students have been influenced by psychological or social factors in the deterioration of their persuasive skills stemming from communicating indirectly with interlocutors through electronic devices via social media websites and software applications such as WhatsApp, WeChat, Instagram, and Facebook. Thus, their abilities to express feelings have been diminished because of the lack of direct human interaction in such contexts, which could explain why millennial students demonstrate poor abilities in the persuasive arts. Hence, this research focused on the persuasive writing of millennial engineering students born in the year 2000 (Horovitz, 2012; Jennifer & Jorge, 2018). www.msocialsciences.com 20 Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 5, Issue 4, (page 19 - 33), 2020 Persuasive writing is a form of non-fiction writing comprised of careful word choice, the development of logical arguments, and cohesive summarisation. The practice of this type of writing may serve to help writers in developing specific reasons for their opinions and provides opportunities to research facts related to their opinions. For persuasive writing to be effective, writers need to clearly state their opinions and then provide ample evidence to support their ideas. In the context of language learning, students could be trained to write persuasively with the aim of convincing their readers. Instructional assignments could take the form of writing a five-paragraph essay with the introduction of an issue or problem, continuing with an explanation of the issue or problem, an explanation of how the problem affects the readers, and closing with a call to action. Finally, some explanation may be provided to the reader on how to overcome the issue or problem in an effort to influence the readers’ actions or thoughts (Sung-Byung, Hanna, Kyungmin, & Chulmo, 2018). However, persuasive writing is not an easy skill to master. It appears that many language learners lack the ability to write persuasively. This phenomenon has been observed among university students, especially those from technical fields such as engineering (Frank, 2018; Graham, Harris, & Mason, 2005). Previous studies have argued that what is of concern is that the writing genre these technical students have been used to typically does not involve persuasive argumentation nor elements specifically used in convincing readers, as in the portrayal of credibility (Jennifer & Jorge, 2018). Pertaining to persuasive writing, Aristotle’s (384–322 BCE) rhetoric has been the mainstay for 2500 years. Aristotle’s principles of persuasion were derived from his observations of speeches, and today his principles form the theoretical foundation for research on persuasive discourse in different contexts (e.g., Berlanga, García-García, & Victoria, 2013; Emanuel, Rodrigues, & Martins, 2015). To date, studies using Aristotle’s concepts of rhetoric have shown that pathos (emotion) is used more than logos (reason) in persuasive discourse, and ethos (credibility) is the least used, subject to cultural variations. The information that is available has been obtained mainly from formal written documents such as complaint letters (Al-Momani, 2014), argumentative essays (Uysal, 2012), advertisements (Abdul Rashid, Jamal, Ibrahim, Yunus, Azmi, Anas, Mohamed, 2016; Nair & Ndubisi, 2015) and social media communication (e.g., Androniciuc, 2016, Emanuel et al., 2015; Fife, 2010; Shahrbanou, Helen, Ain Nadzimah Abdullah, Sharon & Lee, 2019). However, only a few studies have examined rhetorical appeals in email writing; therefore, this study seeks to investigate how learners use such strategies to persuade their readers in this genre. Persuasiveness is evident in situations where requests are granted based on strong arguments. A study was done on this by Chakorn (2006), who conducted a contrastive analysis of the rhetoric of 80 authentic letters of request written in English by Thai speakers and native English speakers in the Thai business context. Chakorn’s (2006) findings showed culture-specific differences in the use of persuasive strategies in that the Thai speakers wrote letters of request using a combination of logos, ethos and pathos, whereas the native English speakers’ letters were logos oriented. Chakorn’s (2006) results are supported by other studies on rhetoric in persuasive discourse. In another study which examined complaint letters, there was evidence of the use of strong logos by American writers compared to the Japanese writers (AlMomani, 2014). As for technical proposals, the goal of writing is to obtain approval. Beck and Wegner (1992) found that it is relevant to focus on the ethos mode of persuasion to increase the persuasiveness of a proposal, but it is not appropriate to use pathos. The requests studied by Beck and Wegner (1992) and Chakorn (2016) are on the more formal end of the continuum involving written requests. Persuasive email writing is an area of study that has not been given much attention, yet this genre is important because email is often used to achieve important goals. In a university context, an example of formal persuasive email writing could involve making requests for an appointment, a change of class, or an assignment deadline extension. The likelihood of having requests granted may depend on the writer’s ability to use rhetorical appeals, subject to university rules and regulations. The university context offers the space for students to learn how to make effective requests, which would lead to successful communication in the workplace upon graduation. With this in mind, research was www.msocialsciences.com 21 Malaysian Journal of Social Sciences and Humanities (MJSSH), Volume 5, Issue 4, (page 19 - 33), 2020 conducted to examine if the use of appeals employing ethos, pathos and logos in persuasive email writing was appropriate among engineering students in one of the local Malaysian universities. Literature Review Burke (1969) states that “wherever there is persuasion, there is rhetoric. And wherever there is meaning, there is persuasion” (p. 72), and this is indeed an apt statement to emphasize the persuasiveness of rhetoric. Rhetoric exists in every kind of communication and has persuasion at its core. Scholars from different research fields have been exploring various theories and explanations related to persuasion in communication throughout the centuries, including Burke’s (1945) analysis of “pentad,” Black’s (1970) analysis of “second persona” and Charland’s (1987) analysis of constitutive rhetoric. Most of their studies were “derived from the work of Aristotle in some way or another” (Larson, 1992, p. 61). Rhetoric is defined as “an ability, in each particular case, to see the available means of persuasion” (Aristotle, 1954, p. 36). In order to effectively persuade the audience,
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